Competences assessment and social inclusion: an experience of prior learning recognition with prisoners and former prisoners.

Abstract

The development of an inclusive society has required a particular pedagogical attention to the complex world of adult education and has urged the introduction of educational actions devoted to a variety of targets, as well as the realization, development and assessment of educational practices designed on the characteristics and needs of different types of people belonging to the world of marginality, including prisoners and former prisoners.
This article describes the model and presents the results of a “bilan de competence” with prisoners and former prisoners, aimed at providing them with an opportunity for positive recognition of their identity,
through the acquisition of a greater awareness of their competences, and an opportunity for guidance towards labor market, personal and professional planning, with a ultimate goal of promoting social (re)inclusion.